School Board Wants Meeting with Tribe to Explain Why Grad was Denied Diploma & Fined $1000

Levi Rickert, Native News Network

ATMORE, ALABAMA The Escambia Academy’s school board met on Monday night to discuss the circumstances surrounding seventeen year old Chelsey Ramer wearing an eagle feather that was hung from her cap along with its tassel.

Chelsey Ramer, 17, a tribal citizen of the Poarch Band of Creek Indians

Chelsey Ramer, 17, Poarch Band of Creek Indians

 

There are two sides to every story.

To Chelsey, she was simply displaying pride for her American Indian heritage. To the school board, her display was an act of defiance to the school board’s graduation dress code.

Escambia Academy is a private school where each student is charged $325 per month twelve months a year or $3,900 annually.

Because of her act of Native pride, she was denied receiving her diploma and was assessed a $1,000 fine.

What was discussed at the closed board meeting is not known to the public as the school chose not to issue a news release. Numerous calls to the interim headmaster went unanswered on Tuesday.

However, one board member was willing to speak to Native News Network on the condition of anonymity.

Escambia – is derived from the Creek word for “clear water”

Atmore, Alabama is a town of some 10,000 where people know one another. The board member has known Chelsey since she was a little girl.

Atmore is also home to the Poarch Band of the Creek Indians. The tribe supports Escambia Academy financially each year. Given the fluidity of school enrollment, the number of American Indian students differs from year to year. The board member stated the percentage is probably between 10 and 15 percent, not 20.5 percent Native News Network published yesterday that was obtained from an Internet source.

Even though the board member would not disclose anything substantive about what was discussed at Monday night’s board meeting, the board member did say the board wants to meet with Poarch Band Creek tribal representatives to tell their side of the story. The school dress code is in place so that there is neutrality.

“We owe it to them first. I know American Indian tribes across America are concerned, but this is a local issue,”

the board member told Native News Network.

“We regret that this incident has arisen and we hope that a mutually agreeable resolution can be reached between Escambia Academy and Ms. Ramer.”

commented Sharon Delmar, Public Relations Tribal Liaison for the Poarch Band of Creek Indians in a statement issued Tuesday morning.

No meeting has been set according between the Tribe and school board as of Tuesday afternoon according the school board member.

In spite of the $1,000 fine currently assessed Chelsey’s parents have been supportive of their daughter’s Native pride.

“First and foremost I love and support my daughter very much. I am so proud of her and her accomplishments. Graduating high school, in today’s world, is a huge accomplishment in itself,”

Debra Ramer, Chelsey’s mother, commented to Native News Network.

“The fact that she has plans of continuing her education make me ever more proud. But I am proudest of her for standing up for things that are important to her, no matter the consequence. I’m ashamed to say it but she knows more about our culture and history than I do. She is very proud of our heritage and I respect that. Yes we as a family discussed the consequences and every scenario imaginable before she made her decision, to wear her eagle feather, but that doesn’t make the consequences right. She has strong beliefs and convictions and I will always support that.”

The family is willing to pay the fine imposed by the school so that Chelsey’s college admission to the Troy University this fall is not disrupted.

“In order to pursue Chelsey’s educational goals and achieve freshmen status at Troy University this fall, which is our highest priority at this time, the fine must be paid.”

Chelsey’s mother also commented on the departure of the Betty Warren, who was the headmaster of Escambia Academy until when she resigned on May 28.

“The contract that was to be signed was generated by the Escambia Academy Board, not Ms Warren. I have nothing but respect for Ms Warren and I sincerely hope that her abrupt resignation had nothing to do with this situation,”

commented Debra Ramer.

Indian Country Mourns Loss of Navajo Code Talker King Fowler

Levi Rickert, Native News Network

TONALEA, ARIZONA – The Navajo Nation – and Indian country – mourn the loss of heroic Navajo Code Talker King Fowler.

Navajo Code Talker King Fowler

Mr. Fowler walked on last Friday, June 7, 2013 at his residence in Tonalea, Arizona. He was 97. His death was announced on Monday.

Born on December 12, 1915, in Kaibeto, Arizona, he joined the US Marine Corps on October 27, 1944. He completed his training to become a Navajo Code Talker at Camp Pendleton in San Diego, California.

He is among an elite group of marines who helped create the only unbroken code in modern military history. As one of the Navajo Code Talkers, Fowler and other Navajos coded and decoded classified military dispatches during World War II using a code derived from their Navajo language.

After receiving an Honorable Discharge he returned to home to his family. He was a founding member of the Tonalea Chapter, where he served in served capacities, including chapter delegate, chapter official, gazing delegate and community development worker.

Mr. Fowler remained dedicated to his fellow American Post 33 veterans.

Funeral arrangements were incomplete at press time.

Fresh batch of Frogs arrives in Everett

AquaSox’s first workout is today

By Nick Patterson, The Herald

EVERETT — One of the annual signs of the approaching summer is here.

The first batch of this year’s installment of the Everett AquaSox arrived in town Monday, and not only does it indicate summer is right around the corner, it also signals the imminent beginning of the 2013 Northwest League season.

The AquaSox are preparing to kick off their 19th year as the Seattle Mariners’ affiliate in the short-season single-A Northwest League. Last season the Sox finished 46-30 and won the West Division’s first-half title. Everett was eliminated in the first round of the playoffs by Vancouver in two straight games. Rob Mummau, who managed the Sox last season, is back for his second season at the helm.

The Sox will conduct their first workout this afternoon at Everett Memorial Stadium. They’ll get a chance to experience the stadium under the lights Wednesday when they take on the Everett Merchants of the Pacific International League in the 10th annual Everett Cup exhibition game. The 76-game season begins Friday at Spokane.

The players who arrived Monday consisted primarily of those who spent the past two months at the Mariners’ extended spring training in Peoria, Ariz. That included eight who spent time with the Sox last season. Infielder Jamodrick McGruder, who led the league in stolen bases last season with 30, is back for another stint with the team. Others on the initial roster who spent all of last season with Everett include outfielders Alfredo Morales and Michael Faulkner, and pitchers Steven Ewing and Mark Bordonaro.

The rest of the roster is expected to be filled by college players selected by the Mariners in last week’s amateur draft. The first of those joined the team Monday as pitcher Tyler Olson, a seventh-round pick out of Gonzaga University, arrived. First baseman Justin Seager, the younger brother of Mariners third baseman Kyle Seager who was taken in the 12th round out as a junior out of UNC Charlotte, is expected to join the team later this week. Others will trickle in after signing with the Mariners.

Everett finds itself in a new division this season. With Yakima relocating to Hillsboro this year, the league has reconfigured into North and South Divisions. Everett is in the North Division with Spokane, Tri-City and Vancouver. The South Division contains Boise, Eugene, Hillsboro and Salem-Keizer.

Everett is also hosting the league’s all-star game on Aug. 6. This is just the second all-star game in league history, with the previous one taking place in Spokane in 2004 to commemorate the league’s 50th anniversary. The all-star game will be an annual event going forward.

Technology aids Cherokee language re-emergence

By Ryan Saylor, thecitywire.com

A once dying language last modernized nearly 200 years ago has been given new life in the 21st century, with some hoping it pushes beyond 3,000 the number of people who are fluent in the Native American tongue.

The comeback of the Cherokee language, translated into written form in the early 1800s, has been fueled by the work of the Cherokee Nation, based in Tahlequah, Okla.

According to Roy Boney, a language technology specialist with the tribe, the push for a reemergence of the language was introduced by tribal leaders, who introduced the Cherokee Nation Immersion Charter School for students from 3-years-old to 7th grade.

“I was hired several years ago to develop materials for the school,” Boney said. “They started off in (pre-Kindergarten) and they got to the older grades and needed some technology.”

In searching for solution to the school’s technology problem, Boney and his colleagues in the tribe set out on a mission to find technology that could be blended with the Cherokee language.

“We started searching for a solution to that problem and we discovered the Apple included a Cherokee font and keyboard on their desktops since 2003,” he said.

That led the tribe to work with Apple for inclusion of the language on both the iPhone and iPad devices, Boney explained.

CHEROKEE ON WINDOWS
In continuing the tribe’s quest for more and better technology for immersion classrooms, a partnership was developed with Microsoft to translate the Windows operating system into Cherokee.

“We learned about localization — to translate their software into another language,” Boney said. “We started that project last year and Windows 8 came out in Cherokee.”

According to Carla Hurd, the Local Language Program’s senior program manager at Microsoft, Cherokee was the first Native American language to be included in the operating system.

“There are some indigenous languages, like Maori in New Zealand and Welsh, but the point of Cherokee is it’s the first Native American language we’ve ever done,” she said. “It’s very notable.”

Lois Leach was one of the native Cherokee translators to work on the project. She said the work was long and exhausting, lasting for nine months. Leach said she clocked around 2,000 hours on the project, which she worked on during evenings and weekends in addition to working her full-time job.

‘FOLDER’ ISSUES
Leach said she and other translators were initially unaware of how big of a project they were involved in.

“We really didn’t think it would be this widespread,” she said. “At first, it was just a project were working on. But when we finally did see when it was launched into the computer itself, it was really something. We could not see that far, really, I don’t think.”

One of the challenges faced by the many translators, both Cherokee staff and volunteers, was developing new words and phrases in Cherokee for simple objects on a computer.

“This was really (about) getting into the meanings of things and what we had to do to guide somebody through the computer. It was not that easy,” Leach said.

An example of an English word without a Cherokee equivalent was “folder.”

“Folder — it just said you are putting papers in a container,” she said.

IMMERSION TRAINING
Boney said when all was said and done, Leach and the team of translators provided Microsoft with nearly 180,000 terms and phrases that were included in Windows 8.

He said even though the operating system is being used in the immersion school and is available for free for Microsoft users, there is still amazement by individuals in and out of the tribe regarding Windows 8 in Cherokee.

“People are in awe to see our language in technology,” he said.

While the Windows 8 project was a long, grueling project, this is just the first of many projects to spread the usage of the Cherokee Nation’s native tongue beyond its 3,000 speakers.

The translation team is working on projects with Google, Facebook and Apple in order to expand the language beyond eastern Oklahoma and parts of North Caroline, Boney said.

TRIBAL HISTORY
He believes the tribe’s history is one of the reasons Cherokee is seeing a resurgence as a language.

“What’s been interesting about a lot of this work is historically, the Cherokees were unique in that we had one man (Sequoyah) develop the writing system. That developed a curiosity in the language. A lot of people have heard about it and fascinated by it. We have our own writing system and we have a unique writing system,” Boney said. “I think that’s part of the appeal, is getting that writing system into technology because it is unique.”

Hurd said she was unable to disclose whether Microsoft would be releasing any more Native American language versions of Windows due to company policies.

“We’re always looking to expand our language set, whether that’s Native American or not,” she added.

Leach said she was thrilled to be a part of the Windows 8 project and was looking forward to more translation projects in the future.

“To me, I guess that’s really a good thing because it’s needed in our culture because they were getting to where they were forgetting it,” she said.

Julie Hubbard, communications supervisor with the Cherokee Nation, said individuals across the Fort Smith and eastern Oklahoma region interested in learning Cherokee could attend a class from 5:30 to 7:30 p.m., in Evening Shade, Okla., on Monday evenings from now through May 6. Classes are free and open to the public.

Link here for more information on technology and the Cherokee language.

Native Artist Tony Abeyta Talks Inspiration and Aspirations

screen_shot_2013-06-10_at_9.59.06_pm-1Heather Steinberger, Indian Country Today Media Network

The modest studio, a second-story flat just off the plaza in Santa Fe, New Mexico, was a riot of color, images and media. Paintings and assemblages on paper perched in helter-­skelter rows against the walls, a multipanel wooden piece rested in the middle of the floor, and easels stood in streaming shafts of morning light.

The artist responsible for all this scarcely stood still. Clad in a knit cap, plaid shirt and worn jeans, he looked like a young 20-something, still flush with the excitement of artistic experimentation and living a creative life. In actuality, Tony Abeyta is 47 and one of the most highly regarded contemporary painters working today. Last year, he earned the New Mexico Governor’s Award for Excellence in the Arts and was named a Living Treasure by Santa Fe’s Museum of Indian Arts & Culture. One of his murals adorns its gathering space, and a specially commissioned Abeyta painting was the signature image for the National Museum of the American Indian’s grand opening in Washington, D.C.

Abeyta has come a long way from his childhood in Gallup, New Mexico, where he grew up among Navajo, Zuni, Acoma and Laguna peoples. Yet even as a child, he says he was interested in creating—and in collaborating with others. “I was always making, creating, building. I also was into teamwork, manifesting new ideas with the other Navajo kids. We really did a lot of very creative art projects. Not painting, because we didn’t have any art supplies. It was more like salvage. My favorite show was Fat Albert [and the Cosby Kids] , and they always went to the dump!”

Trio in Song (oil and sand on canvas)
Trio in Song (oil and sand on canvas)

Abeyta also had ample inspiration at home. His father was a painter, and his mother worked with ceramics, so he was always surrounded by art. Although he doubted that he could build a career as an artist, he decided to take art classes in high school. “I had such curiosity,” he recalls. “I wanted to travel, to look at art. In the school library, I learned about the Flemish painters, the French Impressionists, the magic of people creating art.”

His sister was a student at the Institute of American Indian Arts in Santa Fe, and at the age of 16, Abeyta joined her there. He says he was blown away by the academic world: “There were supplies, easels, lights, fellow creative people. I was surrounded by artists from other nations. We were all in the studio, sharing ideas. School was all about community.”

Much of the student discussion then focused on the proper direction of American Indian art—Abeyta says politics and social responsibilities were deeply entrenched in Native art in the 1960s and 1970s. Then, in the 1980s, he says, the genre of Indian art really blossomed. “It was like wildfire. It became fashionable. Then it met its demise due to banality; it used the same images, the same stereotypes. A few artists, though, were interesting. There was the duality of traditionalism and contemporary vision. So, what was the next movement?”

Abeyta took classes at the institute for a year, but he soon realized that he needed to venture further afield. He says he felt an almost magnetic draw to immerse himself in something more mainstream than what he was doing in Santa Fe—to go beyond Indian art. “There were limitations on being Native and staying in New Mexico,” he explains. “I wanted to go to school back East. [The Maryland Institute College of Art in] Baltimore gave me a scholarship so I could attend tuition-free.”

Abeyta traveled to Baltimore and beyond. He studied at the Art Institute of Chicago and at the Haystack Mountain School of Crafts in Deer Isle, Maine. He also traveled overseas to study in southern France and in Florence, Italy. “It was an artistic Kerouac road trip!” he says, laughing. “I had no money. I’m amazed that I got through school—great schools—and traveled Europe.”

These travels and art-school experiences were critical for the young artist. “Artists just want to jump in and sell,” he explains. “They don’t want to learn the traditions [or] do the work. I saw such immense possibilities in how artists create. I was coming from a community where art follows traditional colors, images, themes, values. This was an opportunity to find and have a unique voice, one not limited by expectations. I wanted the artistic license to do whatever I wanted to do.

“The problem with Indian art is that people focus only on the Native experience, not on the universal human one,” he adds. “It’s too focused on tribal affiliation rather than on greater or similar cultural values throughout the world. And that’s what makes the world not lonely. Instead of always looking for differences, we should look at the similarities. We’d wake up amazed.”

Abeyta earned his master’s degree in fine art from New York University. Today, he splits his time between Santa Fe, where he is represented by the Blue Rain Gallery, and Chicago, where his son, Gabriel, 22, lives and works as a filmmaker. (His daughter, who is 15, hopes to be an installation artist.) He maintains a studio in both places.

After more than three decades as an artist, he continues to experiment with his media—including oils, charcoal, sand and even jewelry—as well as with his techniques, images, patterns, colors and style. Now in what he calls the middle range of his career, Abeyta says he’s even more careful about refining his work and making sure that it doesn’t become predictable: “[Art] is about making a contribution to culture, about being part of the creative dialogue. Without that, you run the risk of banality. I don’t shortchange the art; I don’t whip things out. I did when I was younger. Now, I might work on a painting for a year—because now, everything is part of my legacy.”

While he remains passionate about his life as an artist, he’s equally passionate about supporting the native arts community and younger artists who are just embarking on their careers. Not only has he donated work to local and national charities and served on the Museum of Indian Arts & Culture development committee, he is an adjunct professor at Institute of American Indian Arts. “I do the fall semester, then take off in the spring. I start with the basics: drawing. That’s the foundation for everything, from painting and sculpture to fashion and architecture.”

When asked about his motivation for teaching, Abeyta pauses, then says he hopes the younger generation can benefit from his experience: “I tell them, back up, don’t run. Develop the artwork before you show it. I know this from experience. I started showing and selling my work at 20; that’s when I quit my job. But selling paintings is a futile spiritual endeavor. You go down that road, and you find yourself saying, ‘I’ve paid the rent, I’ve paid for my car. Why am I so unhappy?’

“So I teach. I’m not interested in the commercial part. I provide direction on content, techniques, and I guide them to slow down. People respond to the work if you’re passionate about it, so you have the responsibility to do the best work you can. Be original.”

Yei: Creating (oil on canvas)
Yei: Creating (oil on canvas)

 

Abeyta remains busy with large neomodernist landscapes; black-and-white, abstract, biomechanical, charcoal-and-ink wash drawings that he mounts on Japanese paper; and multipanel wooden pieces that depict ancestral, spiritual figures. “I love working with wood. Color is really important. I’ve kept informing it, creating something sculptural. These paintings really do transform into walls sculptures.”

When he does pause to reflect on a career that is admittedly quite accomplished, Abeyta says a couple of highlights come to mind. One is the 2004 opening of the Smithsonian’s National Museum of the American Indian. “They [commissioned] a big multipanel piece and blew it up into huge banners,” he recalls. “There were 100,000 people, and these banners on the National Mall; the work also was on press passes, VIP passes, posters, T-shirts. All pieces of my painting. It was surreal.”
The painting now resides in the Smithsonian. Other museum collections containing Abeyta’s work include the Heard Museum of Art, Millicent Rogers Museum, Museum of Indian Arts & Culture and Wheelwright Museum of the American Indian.

The second highlight was a recent e-mail from the president of the Institute of American Indian Arts. “I’m getting an honorary doctorate for all of my contributions,” Abeyta marvels. “That’s a really big deal!” Laughing, he adds, “I should be a waiter.”

Abeyta is grateful for the journey that has taken him to so many places around the world and connected him with intriguing people from all walks of life. “Art has been the vehicle,” he says. “It’s not me, though. I’m not part of it. People respond to the work. I just do it to the best of my ability.”

He doesn’t dwell on accolades or his accomplishments, however. His eyes are firmly planted on the work. “I love what I’m doing now. I’m still excited to come into the studio, so the here-and-now is pretty good. [But] I’d like to move toward more figurative subjects. So, the next decade is about refining what I do. I’d like to move somewhere—to look with a different eye.”

His artistic journey, he explains, remains one of discovery. “At the end of it all is the spiritual. Artists can have the skill, the movements, the rhythm. But the spiritual part of it is the meat-and-potatoes of why we’re here.”

 

Read more at https://indiancountrytodaymedianetwork.com/2013/06/11/native-artist-tony-abeyta-talks-inspiration-and-aspirations-149830

On This Date in 1971, the Indian Occupation of Alcatraz Ends

Indian Country Today Media Network

Today, Alcatraz Island is a deservedly popular tourist destination. Perhaps best known through inaccurate Hollywood film representations, Alcatraz Island, located in the middle of the San Francisco Bay and Golden Gate National Recreation Area‘s main attraction, offers a close-up look at the site of the first lighthouse and U.S.-built fort on the West Coast, the infamous federal penitentiary long off-limits to the public, and the 18-month occupation by Indians of All Tribes. Rich in history, there is also a natural side to the “Rock”—gardens, tide pools, bird colonies, and bay views beyond compare. But it is the occupation beginning in 1969 that is perhaps most relevant to Indian country.

Forty-two years ago today, on June 11, 1971, the Indian occupation of the Rock came to an end after 18 months (Read more: Alcatraz Occupation Four Decades Ago Led to Many Benefits for American Indians). The National Park Service has strived to ensure that a lasting mark remains to honor American Indians, which can be seen by visitors today. (Read more: Alcatraz Occupation Graffiti Preserved)

For information about visiting Alcatraz Island, go to Nps.gov/alca. Meanwhile, here are five videos about the occupation that are well worth watching to inspire your visit to the Rock.

 

Read more at https://indiancountrytodaymedianetwork.com/2013/06/11/date-1971-indian-occupation-alcatraz-ends-visit-149831

Native Golfer Earns Spot in U.S. Open, Call from Notah Begay

Indian Country Today Media Network

It’s official: Jesse Smith, Mohawk from Six Nations, has qualified for the U.S. Open, the second major golf tournament of the season.

Smith, 33, who has golfed professionally for seven years, played his way into the U.S.’s national championship by finishing in the top four at a sectional qualifying round staged at Century Country Club in Purchase, New York on June 3. This will be Smith’s first appearance in a major–and in a PGA Tour event. The last Native American to compete at the U.S. Open was Jeff Curl, Wintu, son of former PGA Tour player Rod Curl, according to Stephen Tooshkenig, the president of ST Golf, which works with Native golfers to develop their game.

According to ST Golf, Smith has traveled the globe searching for a spot on the world’s biggest golf stage, the PGA Tour. He has competed on the Canadian Tour, Nationwide Tour, and international events. A humble golfer from New Hampshire, Smith has firm family roots planted in Ohsweken/Six Nations  (“I actually lived up there last year with them while I played the Canadian (PGA) Tour,” Smith recently told Golfweek.). He has assisted with ST Golf golf clinics which develops the golfer from top to bottom. As a professional golfer Smith has been focused on helping Indian country reach new levels through his drive and dedication to the game of golf.

And as Smith has strengthened his ties to his Six Nations roots, he’s also reached out to a major Native golfing star: Notah Begay, Navajo/San Felipe/Isleta, a four-time PGA Tour winner. (Related: Tiger Woods to Join Notah Begay III for NB3 Foundation Challenge)

According to Golfweek, Smith called Begay last year. “Prepared to leave a voice mail, Smith was stunned when Begay answered the call and not only listened to a tale of frustration from a struggling professional, but offered advice. They’ve become friends, and when the news of what happened in Purchase made the rounds, one of the first calls to Smith was from Begay.”

Through this excitement, Smith is enjoying it all.  “It really is a great feeling,” he said. “A bit overwhelming, but I’m dealing with that now and it’s all positives.”

The 113th U.S. Open Championship begins Thursday, June 13, at Merion Golf Club in Ardmore, Pennsylvania. Smith’s scheduled  starting time is 2:42 p.m./ET. Follow the action online at USOpen.com. ESPN and NBC will split the coverage on the tournament’s opening day; check your local listings for details.

 

Read more at https://indiancountrytodaymedianetwork.com/2013/06/10/native-golfer-earns-spot-us-open-call-notah-begay-149813

Putting the culture back in agriculture: Reviving native food and farming traditions

A family on the Navajo Nation in the Four Corners area of the Southwest makes kneel down bread, a traditional food made with blue corn. Photo: Brett Ramney.
A family on the Navajo Nation in the Four Corners area of the Southwest makes kneel down bread, a traditional food made with blue corn. Photo: Brett Ramney.

By Tory Field and Beverly Bell, Toward Freedom

“At one point ‘agriculture’ was about the culture of food. Losing that culture, in favor of an American cultural monocrop, joined with an agricultural monocrop, puts us in a perilous state…” says food and Native activist Winona LaDuke. [i]

Her lament is an agribusiness executive’s dream. The CEO of the H.J. Heinz Company said, “Once television is there, people, whatever shade, culture, or origin, want roughly the same things.”[ii] The same things are based on the same technology, same media sources, same global economy, and same food.

Together with the loss of cultural diversity, the growth of industrial agriculture has led to an enormous depletion in biodiversity. Throughout history, humans have cultivated about7,000 species of plants. In the last century, three-quarters of the genetic diversity of agricultural crops have been lost. Thirty crops now provide 95% of our food needs, with rice, wheat, maize, and potato alone providing 60%. Eighty-five percent of the apple varieties that once existed in the US have been lost. Vast fields of genetically identical crops are much more susceptible to pests, necessitating increased pesticide use. The lack of diversity also endangers the food supply, as an influx of pests or disease can wipe out enormous quantities of crops in one fell swoop.

Native peoples’ efforts to protect their crop varieties and agricultural heritage in the US go back 500 years to when the Spanish conquistadors arrived. Today, Native communities throughout the US are reclaiming and reviving land, water, seeds, and traditional food and farming practices, thereby putting the culture back in agriculture and agriculture back in local hands.

One such initiative is the White Earth Land Recovery Project in Minnesota, which is recovering healthy stewardship of local tribes’ original land base. They are harvesting and selling traditional foods such as wild rice, planting gardens and raising greenhouses, and growing food for farm-to-school and feeding-our-elders programs. They are reintroducing native sturgeon to local waters as well as working to stop pesticide spraying at nearby industrial farms. They are also strengthening relationships with food sovereignty projects around the country. Winona LaDuke, the founding director of the project, told us, “My father used to say, ‘I don’t want to hear your philosophy if you can’t grow corn’… I now grow corn.”

Another revival effort involves buffalo herds. In the 1800s, European-American settlers drove wild buffalo close to extinction, decimating a source of survival for many Native communities. Just one example of the resurgence is theLakota Buffalo Caretakers Cooperative, a cooperative of small-family buffalo caretakers, on Pine Ridge Reservation in South Dakota. The cooperative sees its work as threefold, to “restore the buffalo, restore the native ecology on Pine Ridge, and help renew the sacred connection between the Lakota people and the buffalo nation.” At the national level, the Inter-Tribal Bison Cooperative is a network of 56 tribal bison programs from around the country with a collective herd of over 15,000.

In New Mexico, Native communities are organizing a wealth of initiatives. Around the state, they have started educational and production farms, youth-elder farming exchanges, buffalo revitalization programs, seed-saving initiatives, herb-based diabetes treatment programs, a credit union that invests in green and sustainable projects, and more. Schools like the Southwestern Indian Polytechnic Institute, the Institute of American Indian Arts, and the Santa Fe Indian School – along with grammar schools, high schools, and non-profit programs – have developed agricultural education programs. The Traditional Native American Farmers’ Association helps farmers get back onto the land, hosts workshops on seed saving and agricultural techniques, and has a youth program.

The annual Sustainable Food and Seed Sovereignty Symposium at the Tesuque [Indian] Pueblo in northern New Mexico brings together farmers, herbalists, natural dyers, healers, cooks, seed savers, educators, water protectors, and community organizers. From the 2006 symposium came the Declaration of Seed Sovereignty, which denounced genetically engineered seeds and corporate ownership of Native seeds and crops as “a continuation of genocide upon indigenous people and as malicious and sacrilegious acts toward our ancestry, culture, and future generations.”

In addition to the symposium, the Tesuque Pueblo also hosts Tesuque Natural Farms, which grows vegetables, herbs, grains, fruit trees, and cover crops, including varieties long lost to the region. The project is building a Native seed library. The overarching goal is to make the Pueblo autonomous in both food and seeds. Emigdio Ballon, Quechua farmer and geneticist at Tesuque Natural Farm, said, “The only way we can get our autonomy is when we have the resources in our own hands, when we don’t have to buy from seed companies.”

The farm provides fresh foods to the senior center, sells at the farmers’ markets, and trains residents to begin farming themselves. The farm also grows medicinal herbs to treat HIV, diabetes, and cancer, and makes biofertilizer from plants. The preschoolers at the Head Start program garden; grammar school students are beginning to, as well.

People from across the nation come to Tesuque Natural Farms to study agricultural production and to take workshops on pruning, beekeeping, poultry, soil fertility, composting, and other topics. Soon the farm hopes to create a research and education center, where people can come for three to six months.

Nayeli Guzman, a Mexica woman who worked at the farm, said, “What we’re doing is very simple. These ideas are not an alternative for us, they’re just a way of life… We need to all work together as land-based people.

“Creator is not exclusive, so there’s no reason we should be,” she said. “They tell us, ‘The more biodiversity you have, the richer your soil is going to be.’ It’s like that with people. The more different kinds of people you have, the more able we’re going to be to survive. We can’t compartmentalize ourselves. That’s what industrial agriculture does.”

 

Notes

[i] Winona LaDuke in “One Thing to Do About Food: A Forum,” Alice Waters, ed., The Nation, September 11, 2006, 18.

[ii] Sharon Beder, Global Spin: The Corporate Assault on Environmentalism (Devon: Green Books, 2002), 184.

Salmon using restored tidal channels in Skokomish Tidelands

Skokomish steelhead biologist Matt Kowalski and natural resources technician Aaron Johnson slowly drag a seine net through one of the small channels in the Skokomish Tidelands to gather a sample of marine life.
Skokomish steelhead biologist Matt Kowalski and natural resources technician Aaron Johnson slowly drag a seine net through one of the small channels in the Skokomish Tidelands to gather a sample of marine life.

Northwest Indian Fisheries Commission

The Skokomish Tribe has solid data showing how salmon are using the Skokomish Tidelands after a year of monitoring the 400-acre restored estuary.

While the tribe monitors the estuary year round, the first full year of sampling (December 2011 to November 2012) showed 20 fish species, including chinook, chum and coho salmon, using both the large and small tidal channels in the restored areas of the estuary.

Prior to 2006, the estuaries had been filled with fish-blocking culverts, dikes and roads for 70 years, preventing development of good fish habitat. Restoration started in 2007, which included removing man-made structures and opening historic tidal channels that allow juvenile fish to find places to feed and hide while heading out to the ocean.

“Chinook were found in 90 percent of the channels and chum were found in 100 percent of them,” said Matt Kowalski, the tribe’s steelhead biologist. “This proves that salmon have access to and are utilizing the restoration sites.”

All 20 different species were captured in large channels, while only nine different species were captured in small channels and were mostly salmon, stickleback and sculpins, he said.

“Some of the small channels are old drainage ditches that had limited fish access and others are completely newly formed channels from the restoration,” Kowalski said. “Over time, a more complex system of small channels will form and provide more and higher quality habitat for fish.”

In addition to fish monitoring, restoration work will continue this summer with more dike and culvert removal, connecting the restored 400-acre estuary to 600 acres of forested wetlands.

UW to require diversity course

Undergraduate students at the UW will be required to complete a class in some area of social, political or economic diversity before they can graduate.

By Lornet Turnbull, The Seattle Times

Saying it has an obligation to prepare students for a more global society, the University of Washington will require undergrads to complete a course in some area of diversity — economic, cultural or political — before they can graduate.

The new policy, initiated by a group of mostly minority students, followed three failed attempts over the past 22 years to introduce changes meant to ensure that all graduating students know a little more about other cultures and people who differ from them than they did when they first arrived.

The three-credit course won’t add to the number of hours students now need to obtain a bachelor’s degree. And it won’t apply to current undergrads, only to the incoming class in the year the policy takes effect — possibly next fall.

Helen Fillmore, a graduating senior majoring in environmental science and resource management, is a member of First Nations @ UW and of the UW Students for Diversity Coalition, which began pushing for these changes nearly three years ago.

“Students come from different places with different backgrounds and … arrive at the university where we’d become part of this huge melting pot,” she said. But the differences that students bring with them aren’t always positively recognized.

“Here we are in a place where we have a lot of ability to grow, not just while we’re here but after we graduate and enter the workforce. We’re so much more connected than ever before … yet there’s still so much bickering.”

The new requirement is tailored around a broad definition of diversity, covering areas such as sexual orientation, disability, class, race, age, gender, religion and politics.

To satisfy it, students on the UW’s Seattle, Bothell and Tacoma campuses would be able to choose from among 400 and 500 courses that are already part of the curricula, such as Peasants in Politics, Class and Culture in East Asia, Gender and Spirituality and World Music. Two-thirds of UW students already take classes that satisfy the diversity requirement.

The three credits would count toward the general-education requirement students already must meet to graduate.

Fine-tuning proposal

To be sure, the UW isn’t blazing any new trail here, and in fact may be behind the curve with this requirement, which has been approved by President Michael Young.

A majority of four-year institutions across the country, including Washington State University, already have a diversity requirement for graduation.

At least three other times in the 1990s, UW student groups tried, but failed, to get a similar policy implemented. Fillmore said at first she worried this effort would fail as well.

Some faculty members thought the definition of diversity in the proposal was not broad enough, excluding areas such as politics and economics, and some raised concerns that it put too much emphasis on concepts such as power and privilege.

Fillmore said initial questions also suggested some faculty members felt the minority students were angry about something or that their effort amounted to a political statement of some kind.

Over two years, faculty members in various committees worked with the students to fine-tune the proposal and expand the definition of diversity. The requirement also was changed from five credits to three.

James Gregory, chairman of the Faculty Senate, which must approve all such changes, said “there was a lot of wordsmithing and adjusting the resolution at various stages.”

“There were changes in executive committee, more changes on the floor of the Senate,” said Gregory, a history professor. “A lot of the things that bothered certain faculty members were worked out.”

In retrospect, Fillmore believes it helped, too, that students met repeatedly with faculty members to make sure they understood the significance of what the students wanted to accomplish, even before the proposal was brought up for a vote.

“In the last part of last year and first part of this year I spent more time in meetings with faculty than I spent with my friends,” Fillmore said.

The Faculty Senate approved the measure in April.

Now, the dean of each school and college within the UW must approve a list of courses to satisfy the diversity requirement for their students.

Some opposition

Comments on a UW student newspaper article about the new policy reflected some opposition, including from one person who noted the UW is not a liberal-arts school and referred to the requirement as another hoop students with coursework-heavy majors would have to jump through.

Gregory, though, characterized the final policy as “a very modest curriculum requirement.”

“It doesn’t complicate the curriculum,” he said. “We were careful not to do that.”

Universities, Gregory said, are preparing young people for adulthood and for jobs that in many cases will involve visits to countries around the world and interactions with people of different cultures abroad as well as at home. UW students “have a chance to explore that in a classroom environment,” Gregory said.

“The fact that so many students are already taking courses that deal with some aspect of diversity shows a recognition among students that this is valuable.”